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Disability in Kenya "results from the interaction between individuals with a health condition with personal and environmental factors including negative attitudes, inaccessible transport and public buildings, and limited social support. A person's environment has a huge effect on the experience and extent of disability."[ excessive quote ] [1] Having a disability can limit a citizen's access to basic resources, basic human rights, and social, political and economic participation in Kenyan society. There are three forms of limitation of access linked to disability: impairment, disability, and handicap. [2] An impairment is "the loss or abnormality of psychological, physiological or anatomical structure or function." [2] A disability results from an impairment as "the restriction or lack of ability to perform an activity in the manner considered normal for a human being" [2] [ excessive quote ], and the requirement for accommodation. Finally, a handicap "results from a disability, and limits or prevents the fulfilment of a role that is normal (depending on age, sex, and social and cultural factors) for that individual."[ excessive quote ] [2]
The WHO World Report on Disability of 2011 reports that people in low- and middle-income African countries like Kenya are more likely to report having disabilities than any other high-, middle- and low-income countries in the world. [3] According to the State of Kenyan Population 2020 Report, 918,270 people aged 5 years and older live with a disability. This counts as 1.95% of the Kenyan population. [4]
However, a key issue in Kenya truly is the lack of statistical data collection.[ editorializing ] There is a lack of research on how many citizens are affected by these and a lack of research on the different types of disabilities in Kenyan population. Today, there is an underqualification and underrepresentation in policy of mild disabilities. This makes it hard for the Kenyan government to implement efficient and targeted policies for its different citizens with disabilities.[ editorializing ] For instance, while 77.9% of Kenyans with physical disabilities require medical aid or assistance, only 58.2% have ever received it.[ citation needed ]
In addition, as Kenya is a lower-middle income economy, the Kenyan government has less budget to allocate to people with disabilities.[ citation needed ]
There is great mutual correlation and causation between disabilities and poverty in Kenya. Adults aged 18 to 34 with disabilities have a 15-percentage point higher probability of being multidimensionally poor than adults without disabilities. [5]
Because 40% of Kenyans are multidimensionally poor, and 20% are living in extreme poverty today, Kenyans are more likely to have a disability. Mental and physical disabilities can be caused or worsened by the proxies of poverty. [3] These include poor access to healthcare facilities, malnutrition, and consumption of contaminated water. Unsafe work conditions and work incidents can also lead to temporary or permanent disabilities. [3]
Some leading causes of disability in Kenya include HIV/AIDS contamination. [6] Because Kenya is a middle- to low-income country, people are less likely to receive proper treatment to prevent the transmission of the disease and to prevent its development. The HIV/AIDS disease can lead to physical, sensory, and cognitive impairments. [7]
Another main cause of disabilities is conditions arising during the perinatal period. HIV/AIDS can be transmitted from a mother to her child during her pregnancy, causing birth defects. This can also include the pregnant mother's breathing in of polluted air coming from industrial or agricultural centres. This can affect the child's future development and increase the risks of prematurity.
Other less common causes include malaria and lower respiratory infections. These can both lead to long-term illnesses. [6]
The disability body of the Kenyan government is the National Council for Persons with Disabilities (NCPWD). It operates the National Development Fund for Persons with Disabilities. This is the main national source of budget allocated towards assisting and empowering Persons with Disabilities (PWDs).
The budget goes out to the following categories:
The last category is notable, because for households to apply for this form of government assistance, they have to be in extreme poverty and the PWD or PWDs in the household need to have a severe case of disability. In addition, this cash transfer program cannot be cumulated with other cash transfer programs.
The funding divided in these 5 categories are allocated directly to persons with disabilities, public and private institutions, flagship projects, and advocacy. The fund goes out to short-term solutions to disabilities instead of long-term solutions such as wealth redistribution and expansive cash transfer programs to households living in multidimensional poverty.
Policies aiming at dismantling structural inequality for PWDs include the Persons with Disabilities Act of 2003 aimed to "provide for the rights and rehabilitation of persons with disabilities; to achieve equalisation of opportunities for persons with disabilities; and to establish the National Council for Persons with Disabilities." This act was enforced in 2010. [8]
Other national policies include the Kenya Vision 2030. The overarching goal of this plan is to transform Kenya into a middle-income country. The social pillar of this plan, emphasizing on the development of better educational, sanitary, housing, cultural, environmental and employment resources, provides special provisions for PWDs. For example, under Basic Education Infrastructure, provisions were made to construct 60 new classrooms in special needs schools.
However, these policies aimed at giving equal rights to PWDs and persons without disabilities lack proper enforcement mechanisms. In addition to the lack of funding, the Kenyan government also lacks information on what conditions qualify as a disability, and notably what conditions qualify as a severe disability.
On a supra-national level, Kenya was among the first countries to sign and ratify the United Nations Convention on the Rights of Persons with Disabilities. It was signed on 30 March 2007, and ratified on 19 May 2008. This is the most important piece of international law for PWDs. According to Article 3, the general principles of the convention are the following:
In 2018, the Government of Kenya, the UK Department for International Development, and the International Disability Alliance held the first Global Disability Summit in London. Different public and private actors and organizations were represented. The majority of stakeholders and actors participating were persons with intellectual and physical disabilities.
The four main objectives of this Summit, which were in line with the UN Convention on Persons with Disabilities, were the following:
More precisely, the four priorities set by stakeholders were:
Kenya signed the UNESCO goals of Education for All in 2000, aiming at improving access to education to PWDs, among other marginalised social groups. Since then, the gross enrollment rate of children with disabilities increased to 10% by 2010. [3] However, there is still an absence of law enforcement and budget spending for the implementation of educational programs and services for PWDs, which has led to target inefficiency in educational policy.
The Ministry of Education is responsible for implementing education policies, such as adaptive measures for students with physical and mental disabilities. In the past, adaptive education programs and funds for students with disabilities were mainly carried out by Christian Churches. But the Ministry of Education has implemented many policies to provide special educational resources for students with learning disabilities. In 1986, the MOE established Kenya Institute of Special Education as a semi-autonomous governmental agency. In 2009, the Special Needs Policy framework was put in place in 2009 to make special education, assessment, and educational services more accessible to children and adults with disabilities.
Article 27 of the Convention on the Rights of Persons with Disabilities demands signatory states like Kenya to provide free and equal employment to persons with disabilities and to limit societal and physical barriers to employment. But inequalities persist, as 80% of unemployed adults in Kenya are PWDs. [10] Reasons contributing to this include lower educational attainment and lack of the relevant skills, lack of accommodation to and in the workplace, and employers' internalized negative beliefs on persons with disabilities leading to low expectations and pity from the employer. [10]
Disability and poverty have mutual effects. Persons with disabilities in Kenya are more likely to be poor, and persons living in poverty are more exposed to developing or transmitting disabilities.
In Kenya, 52% of children under 18 are deprived of 3 to 7 basic needs and 42% live in a poor household. Children with disabilities have a 9 percentage point higher probability of being multidimensionally poor. [5]
Families in poverty with a child with disabilities are likely to be even worse off because of the expenses that disabilities entail. Costly daily expenses include diapers and medication against convulsions for children with cerebral palsy.
There is great interrelationship between child malnutrition caused by poverty and disabilities. Both maternal and child malnutrition and vitamin deficiencies cause physical and intellectual disabilities. [11] Today, over one-quarter of children under five years experience chronic malnutrition, putting many Kenyan children at risk of developing disabilities.
Kenya has considerable educational disparities between children with and without disabilities.
According to the UNDP Report of Kenya in 2009, access to education for children with disabilities is severely limited, with only 1.7% able to attend. This is especially true for those living in poverty, as many of the special schools that are designed for their needs are privately owned and lack state subsidies. Consequently, parents of children with disabilities living in poverty bear a significant financial burden, making it challenging for them to send their children to school.
In terms of physical accessibility, another complementary part of the issue is the lack of state-subsidised transport such as adaptive school buses.
Today[ when? ], 67% of adults in Kenya who have a form of disability have a form of primary education, compared to 85% of people without disabilities.
Approximately 9 million people live in extreme poverty in Kenya. 7.8 million live in rural areas, while 1.2 million live in urban areas. General poverty incidence is higher in rural areas than in urban centers. [12]
This urban and rural divide of Kenya entails a difference in access to education, food, healthcare, and employment. [13]
However, living in an urban center does not necessarily entail greater access to these resources. For example, in urban areas, 30% of children with disabilities were not in school compared to 13% of children in rural areas. [14] Similarly, according to the Kenya National Bureau of Statistics, PWDs living in urban areas are 7 percentage points less likely to access health services they require, compared with their rural counterparts. [15]
Inequality between disabled and non-disabled Kenyan citizens is actually greater in more developed areas of the country than less developed. [14]
Traditional beliefs on disabilities and the stigma caused by them are an important factor determining the attitudes of Kenyans towards PWDs, and what and who PWDs can do and be in society.
Some beliefs are nation-wide, such as the belief that disability is contagious. It is also believed that disabilities are caused by witchcraft cursed upon the mother.
It is widely believed in Kenya that disabilities are caused by taboo activities such as rape, adultery, or incest. It is equally widely believed that the disability is transmitted by the mother more than the father.
Beliefs vary across the different counties of Kenya. For example, the Turkana people believed that a child born with disabilities is a gift from God. Conversely, the Kakamega people commonly believed that disability is an intergenerational curse. [16]
Kenyans, including healthcare personnel, believed that witchcraft was one of the causes of seizures experienced by persons with special needs.
Beliefs about mental or neurological disabilities such as cerebral palsy help family members determine how their child or relative with the disability will be able to lead their life. For example, families believe epilepsy makes it impossible for their child to marry in the future. Even mild forms of disability are stigmatised, and children are denied access to regular public education. The school systems believe that the school setting and programs are not adapted to disabilities. [17]
In some Kenyan communities, physical disabilities also make it hard for the person to feel part of the community. Because disabilities are a barrier to employment and physical work, many communities do not fully accept PWDs because they are unable to contribute to the community. [18]
The Kenyan National Survey for Persons with Disabilities of 2009 reported that 52.6% of the parents of children with disabilities were single, 48.6% were married, 32% were divorced or separated, and 11.8% were widowed.
Child abandonment rates, notably of fathers, are higher in Kenya because of the cost that raising a child with disabilities induces and the stigmas around them. Fathers of households living in poverty are more likely to abandon their child and family when discovering that their child is disabled than if the child did not have a disability. In a study on Kitengela Norkopir village residents, it was found that out of the 54 special needs children living in the village, 98% were under full care of their mothers. [19]
Fathers also abandon their children and remarry because of the stigma that the mother is cursed.
Kenyans with disabilities are exposed to different risks throughout their life. Because of the different intersectionalities such as poverty and disability, age and disability, or gender and disability, some PWDs are even more vulnerable than others.
Children with disabilities in Kenya are more likely to experience violence than children without disabilities. Having a mental disability such as Down syndrome and being unable to express oneself without support, make it more likely for a child to be violated. [20]
Women with disabilities are more likely to face domestic abuse and violence than their non-disabled peers. They are 2 to 4 times more likely to face Intimate Partner Violence. [21]
There are many non-governmental national and regional movements and unions for PWDs in Kenya. The Kenya Union of the Blind was created in 1959. Its early forms of protestation and mobilization influenced the organization of the Mwendwa Committee for the Care and Rehabilitation of the Disabled, a 1964 government panel. [22]
There is also the United Disabled Persons of Kenya umbrella foundation to promote equal opportunities as well as economic and political participation. This organization serves as an advocate for more inclusive national policies and now works with the government to draft theses policies. For example, the UDPK advocated for the implementation of the Persons With Disabilities Act of 2003.
Other forms of social support include local organizations. For instance, Child Destiny Foundation is a non-profit organization founded in 2013
to provide physiotherapy for special needs children in the slum of Kibera, in Nairobi.
Special education is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.
People with disabilities in the United States are a significant minority group, making up a fifth of the overall population and over half of Americans older than eighty. There is a complex history underlying the U.S. and its relationship with its disabled population, with great progress being made in the last century to improve the livelihood of disabled citizens through legislation providing protections and benefits. Most notably, the Americans with Disabilities Act is a comprehensive anti-discrimination policy that works to protect Americans with disabilities in public settings and the workplace.
Feminization of poverty refers to a trend of increasing inequality in living standards between men and women due to the widening gender gap in poverty. This phenomenon largely links to how women and children are disproportionately represented within the lower socioeconomic status community in comparison to men within the same socioeconomic status. Causes of the feminization of poverty include the structure of family and household, employment, sexual violence, education, climate change, "femonomics" and health. The traditional stereotypes of women remain embedded in many cultures restricting income opportunities and community involvement for many women. Matched with a low foundation income, this can manifest to a cycle of poverty and thus an inter-generational issue.
Developmental disability is a diverse group of chronic conditions, comprising mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
Diseases of poverty, also known as poverty-related diseases, are diseases that are more prevalent in low-income populations. They include infectious diseases, as well as diseases related to malnutrition and poor health behaviour. Poverty is one of the major social determinants of health. The World Health Report (2002) states that diseases of poverty account for 45% of the disease burden in the countries with high poverty rate which are preventable or treatable with existing interventions. Diseases of poverty are often co-morbid and ubiquitous with malnutrition. Poverty increases the chances of having these diseases as the deprivation of shelter, safe drinking water, nutritious food, sanitation, and access to health services contributes towards poor health behaviour. At the same time, these diseases act as a barrier for economic growth to affected people and families caring for them which in turn results into increased poverty in the community. These diseases produced in part by poverty are in contrast to diseases of affluence, which are diseases thought to be a result of increasing wealth in a society.
Special education in the United States enables students with exceptional learning needs to access resources through special education programs. "The idea of excluding students with any disability from public school education can be traced back to 1893, when the Massachusetts Supreme Court expelled a student merely due to poor academic ability". This exclusion would be the basis of education for all individuals with special needs for years to come. In 1954, Brown v. Board of Education sparked the belief that the right to a public education applies to all individuals regardless of race, gender, or disability. Finally, special education programs in the United States were made mandatory in 1975 when the United States Congress passed the Education for All Handicapped Children Act (EAHCA) "(sometimes referred to using the acronyms EAHCA or EHA, or Public Law 94-142) was enacted by the United States Congress in 1975, in response to discriminatory treatment by public educational agencies against students with disabilities." The EAHCA was later modified to strengthen protections to students with disabilities and renamed the Individuals with Disabilities Education Act (IDEA). IDEA requires states to provide special education and related services consistent with federal standards as a condition of receiving federal funds.
Education structure in Tanzania is provided by both the public and private sectors, starting with pre-primary education, followed by primary, secondary ordinary, secondary advanced, and ideally, university level education. Free and accessible education is a human right in Tanzania. The Tanzanian government began to emphasize the importance of education shortly after its independence in 1961. Curriculum is standardized by level, and it is the basis for the national examinations. Achievement levels are important, yet there are various causes of children not receiving the education that they need, including the need to help families with work, poor accessibility, and a variety of learning disabilities. While there is a lack of resources for special needs education, Tanzania has committed to inclusive education and attention on disadvantaged learners, as pointed out in the 2006 Education Sector Review AIDE-MEMORE. The government's National Strategy for Growth and Reduction of Poverty in 2005 heavily emphasized on education and literacy.
Special educational needs (SEN), also known as special educational needs and disabilities (SEND) in the United Kingdom refers to the education of children who require different education provision to the mainstream system.
The social determinants of health in poverty describe the factors that affect impoverished populations' health and health inequality. Inequalities in health stem from the conditions of people's lives, including living conditions, work environment, age, and other social factors, and how these affect people's ability to respond to illness. These conditions are also shaped by political, social, and economic structures. The majority of people around the globe do not meet their potential best health because of a "toxic combination of bad policies, economics, and politics". Daily living conditions work together with these structural drivers to result in the social determinants of health.
Council for Canadians with Disabilities (CCD), formerly known as the Coalition of Provincial Organizations of the Handicapped (COPOH), was created by people with disabilities in 1976 to provide support for all people with disabilities who seek the opportunity to go to school, work, volunteer, have a family, and participate in recreational, sport and cultural activities. The CCD is a national human rights organization of people with disabilities working for an accessible and inclusive Canada. In the 1970s, the CCD became a permanent part of the disability rights movement and it became a fluid entity that includes people with a range of different disabilities. To manage the work that will lead to the achievement of this goal, CCD established the following Committees to guide their activities in key areas:
Nearly half of all refugees are children, and almost one in three children living outside their country of birth is a refugee. These numbers encompass children whose refugee status has been formally confirmed, as well as children in refugee-like situations.
The underprivileged are significantly more likely to have or incur a disability within their lifetime compared to more financially privileged populations. The rate of disability within impoverished nations is notably higher than that found in more developed countries. Since the early 2010s there has been growing research in support of an association between disability and poverty and of a cycle by which poverty and disability are mutually reinforcing. Physical, cognitive, mental, emotional, sensory, or developmental impairments independently or in tandem with one another may increase one's likelihood of becoming impoverished, while living in poverty may increase one's potential of having or acquiring disability in some capacity.
The Republic of Palau has had a turbulent history over the last 450 years, with many states claiming ownership over them. Since World War II, the Islands came under United Nations' trusteeship and were administered by the United States. After becoming a sovereign state in 1994, Palau joined the UN and ratified the Convention on the Rights of the Child in 1995, the Convention on the Rights of Persons with Disabilities and the optional protocol to the latter in 2013. In 2011, the International Covenant on Civil and Political Rights in 2011 and other core human rights treaties were signed. These treaties are yet to be ratified.
Disability in China is common, and according to the United Nations, approximately 83 million people in China are estimated to have a disability.
Disability affects many people in Zimbabwe in both rural and urban areas. In spite of services provided by the government, philanthropists and welfare agencies, people with disabilities and their families often face several barriers. Philanthropist, Jairos Jiri, started services for people with disability in Zimbabwe in the 1940s. He is regarded as the father or founder of disability work in Zimbabwe.
In the Philippines, disability is one of the social issues affecting a portion of the Philippines' population. To ensure the equality and rights of disabled persons, there are Philippine laws and policies that were passed regarding persons with disabilities (PWDs). There are also numerous non-government associations that seeks to encourage and help improve the wellbeing of people with disabilities.
People with disability in Luxembourg have some legal protections from discrimination and their needs can be provided through various government policies. Students with disabilities have a fairly good rate of completing school compared to peers without a disability. Luxembourg signed onto the Convention on the Rights of Persons with Disabilities on March 30, 2007. Much of the country is accessible, however, there are no legal provisions for reasonable accommodations.
People with disability in Zambia face many unique challenges. The country has been passing laws and policies to help people with disabilities in Zambia, however, social stigma and other factors sometimes interfere in people being able to access services and assistance. In addition, the HIV epidemic in Zambia also has a significant impact on the lives of people with disabilities.
The United Nations Framework Convention on Climate Change (UNFCCC), the Paris Agreement, the Sustainable Development Goals (SDGs), and the United Nations Convention on the Rights of Persons with Disabilities (CRPD) are connected through their common goals of addressing global challenges and promoting sustainable development through policies and international cooperation.
There is limited information on the extent of Deafness in Haiti, due mainly to the lack of census data. Haiti's poor infrastructure makes it almost impossible to obtain accurate information on many health related issues, not just the hearing impaired. In 2003, the number of deaf people in Haiti was estimated at 72,000, based on a survey provided by the World Health Organization.
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